Digital Agenda: Thursday, November 14th and Friday, November 15th!

Do Now (5 mins):

First, copy your homework in your Agenda:

1. Complete the 5 step lesson for "Treasures in the Sea".

Write the question and answer on p. 37L of your Interactive Notebook.  Write your claim about using cell phones in the classroom and provide one piece of evidence supporting your claim.  Refer to your glossary and Socratic Seminar Prep sheet if you forget what claim and evidence are!

Students _____________________ be able to use cellphones in class.  One piece of evidence is that _________________________.

On the left side of your desk, leave your Agenda open.  I will check this while you are working.

Objectives:

Students will...

1.  Students will create and defend a claim by presenting evidence that supports it in a Socratic Seminar (Whole Class).

2.  Students will create an original claim and support it with evidence as the introduction of their persuasive essay on the topic of cell phone use at Direct Station.

3.  Students will evaluate a claim by determining the accuracy of evidence while reading “Do iPods Make People Steal” on TeenBiz3000, answering reading questions, and filling out a graphic organizer with 75% accuracy (Independent Station)

Standards

Reading: Informational Text.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Writing.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

Whole Class:

Socratic Seminar: Should Students Be Able to Use Cell Phones in the Classroom?

Outside partner scores inside partner

·      Refer to the text when you need to during the discussion

·      Ask for clarifications, do not stay confused

·      Stick to the point

·      Don’t raise hands, take turns

·      Use your “public” voice so that you can be heard by everyone.

Example Question Stems:

·      How is ... an example of ...?

·      How is ... related to ...?

·      Why is ... significant?

·      Why do you think . . . ?

·      What conclusions can you draw . . . ?

·      What ideas justify . . . ?

·      What are the parts or features of ...?

·      How does ... compare/contrast with ...?

·      What evidence can you list for ...?

·      What would you predict/infer from ...?

·      What ideas can you add to ...?

·      What would happen if . . . ?

·      How would you create/design a new ...?

·      What might happen if you combined ...?

·      What solutions would you suggest for ...?

·      Do you agree that ...?

·      What do you think about ...?

·      What is the most important ...?

·      How would you decide about ...?

·      What criteria would you use to assess ...?

·      Would it be better if . . . ?

Socratic Seminar (Reading 6.8)

4= get students involved who haven’t spoken by asking them thoughtful questions.

3=challenge yourself to make more inferences.

2=use original ideas rather than just agreeing with others, ask questions to other students.

1=make sure to take a turn speaking at least twice, and/or stay on-topic.

Direct Station:

Writing Mini Lesson

Hook

Claim

Evidence

Putting it all together

1. Sabrina
2. Itzebel
3. Alejandra
4. Jocelyn C
5. Briana
6. Jonathan
7. Gustavo
8. Angel
9. Jenny
10. Uriel
11. Jesus
12. Michelle
13. Jaida
14. Sergio
15. Obeb
16. Shirley

Introductory Paragraph (Writing 6.4)

4=revise for advanced vocabulary word choice, add at least 2 compound and 1 compound-complex sentences

3=revise for advanced word choice, and add at least 2 compound sentences.

2=revise to meet all paragraph requirements (hook, claim, 3 pieces of evidence); peer edit with your buddy.

1= revise to meet all paragraph requirements (hook, claim, 3 pieces of evidence) with teacher assistance.

Exit Ticket: Rough draft of introductory paragraph

Independent:

1. Follow this link to teenbiz3000.com
2. Type your username and password
3. Start the 5 step lesson for "Do iPods Make People Steal?"
4. Read & Listen to the Vocabulary
5. As you read each paragraph, STOP and fill in at least 1 sentence in the SUMMARIZE box.  This can be copy and pasted into your Thought Question, and will be graded.
6. Complete the graphic organizer on p.35-36R, listing agree and disagree evidence on each side of your graphic organizer.  The Question should be: Do iPods Make People Steal?
7. When you do the ACTIVITY, refer back to the article for answers by opening it in a side-by-side screen.
8. On the Thought Question, remember to click on "Include in Your Answer" so you can get a 3 or 4 score.
9. If you finish early, do the Stretch Article and Activities!

1. Alejandro
2. Odalis
3. Erik
4. Christopher
5. Aniya
6. Marilyn
7. Samantha
8. Silvia
9. David
10. Celeste
11. Jocelin T
12. Jeorge
13. Henry
14. Christina
15. Monica

TeenBiz3000 Graphic Organizer (Reading 6.4)

4=revise for advanced vocabulary word choice from the passage vocabulary (use each vocabulary word at least once)

3=revise for advanced vocabulary word choice, use at least 3 of the passage vocabulary words.

2=fill out all sections, including 3 pieces of evidence that agrees and disagrees with the claim.

1= fill out all sections, include at least 2 pieces of evidence that agrees and disagrees with the claim.

Exit Ticket:  

Your completed graphic organizer with 3 pieces of agree and 3 pieces of disagree evidence.